Abstract
This study aimed to investigate the potential of the Fourth Industrial Revolution (4IR) to enhance the socio-economic empowerment of women and youth in Alexandra, South Africa. Specifically, it investigated how inclusive digital skills development and education could be leveraged to overcome the persistent digital exclusion resulting from structural inequality and limited infrastructure in this marginalised urban area.
The research aimed to achieve this through a qualitative, desktop-based analysis of policy documents and academic literature, grounded theoretically in both the Digital Divide Theory and the Capability Approach. This framework allowed for an assessment of how access and skills intersect with existing structural and gendered barriers in the township context.
The study achieved two main results: first, it revealed that fragmented policy implementation and significant socio-economic constraints actively hinder effective 4IR engagement, often reinforcing existing inequalities. Second, it identified promising prospects for inclusion through strategic community-driven education models and localised vocational training initiatives.
The central lesson taken from the study is that bridging the digital divide in Alexandra is contingent upon a strategic shift towards context-specific, gender-sensitive interventions. True empowerment requires the integration of 4IR skills within local education and development strategies, moving beyond generalised national policy approaches.